Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students
Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly a...
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| Veröffentlicht in: | Learning disability quarterly 2017-05, Vol.40 (2), p.68-80 |
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| container_title | Learning disability quarterly |
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| creator | Ritchey, Kristen D. Palombo, Kimberly Silverman, Rebecca D. Speece, Deborah L. |
| description | Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment control condition. The 40 session (20 hr) intervention targeted reading comprehension strategy instruction in the context of informational science texts. Analyses showed statistically significant effects favoring the intervention on two proximal measures (i.e., measures closely related to the intervention content). The effects for the outcomes were moderate (gs = 0.61 and 0.72). There were no statistically significant differences on distal measures (i.e., measures less closely aligned with the intervention). The findings provide support for the efficacy of a reading comprehension intervention that may inform short-term interventions within a Response to Intervention framework. |
| doi_str_mv | 10.1177/0731948716682689 |
| format | Article |
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This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment control condition. The 40 session (20 hr) intervention targeted reading comprehension strategy instruction in the context of informational science texts. Analyses showed statistically significant effects favoring the intervention on two proximal measures (i.e., measures closely related to the intervention content). The effects for the outcomes were moderate (gs = 0.61 and 0.72). There were no statistically significant differences on distal measures (i.e., measures less closely aligned with the intervention). The findings provide support for the efficacy of a reading comprehension intervention that may inform short-term interventions within a Response to Intervention framework.</description><subject>Achievement Tests</subject><subject>Control Groups</subject><subject>Decoding (Reading)</subject><subject>Elementary education</subject><subject>Elementary School Students</subject><subject>Experimental Groups</subject><subject>Grade 5</subject><subject>Informal Reading Inventories</subject><subject>Intervention</subject><subject>Learning Disabilities</subject><subject>Reading</subject><subject>Reading Comprehension</subject><subject>Reading Difficulties</subject><subject>Reading Fluency</subject><subject>Reading Instruction</subject><subject>Reading Strategies</subject><subject>Response to Intervention</subject><subject>Statistical Analysis</subject><subject>Studies</subject><issn>0731-9487</issn><issn>2168-376X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNp1kE1LAzEQhoMoWKt3L0LA82pms5uPo5S2VgqCVvAgLOnupN3S7tYkFf33pmwREcxlDs_zvmSGkEtgNwBS3jLJQWdKghAqFUofkV4KQiVcitdj0tvjZM9PyZn3KxYf12mPvA2txTJ42lpqGjppbOs2JtRtY9Z0hp-BPqGp6mZBB-1m63CJjY8wigHdBzZ7k8YMHdU2LJOxMxXS57CrIvLn5MSatceLw-yTl9FwNrhPpo_jyeBumpQ85yFBXUlj55BrrZgxJrdp3KUEADbnOgOOtuJzIZjhyCArJdPCVLqqrFVKSuR9ctX1oqvLYuvqjXFfxfABgOsc8sivO7517fsOfShW7c7FDX0BGpjKNBNZtFhnla713qH9aQJW7G9c_L1xjCRdxJsF_ir93z98dOVD6376syxVTCjGvwEF-IRF</recordid><startdate>20170501</startdate><enddate>20170501</enddate><creator>Ritchey, Kristen D.</creator><creator>Palombo, Kimberly</creator><creator>Silverman, Rebecca D.</creator><creator>Speece, Deborah L.</creator><general>Hammill Institute on Disabilities and SAGE Publications</general><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><general>SAGE Publications and Hammill Institute on Disabilities</general><scope>AAYXX</scope><scope>CITATION</scope><scope>4T-</scope><scope>NAPCQ</scope><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>20170501</creationdate><title>Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students</title><author>Ritchey, Kristen D. ; Palombo, Kimberly ; Silverman, Rebecca D. ; Speece, Deborah L.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c353t-e9d7afb159980aaa5f2319c1110b39413efd3b660a3e014c7096ad9ddff8877e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Achievement Tests</topic><topic>Control Groups</topic><topic>Decoding (Reading)</topic><topic>Elementary education</topic><topic>Elementary School Students</topic><topic>Experimental Groups</topic><topic>Grade 5</topic><topic>Informal Reading Inventories</topic><topic>Intervention</topic><topic>Learning Disabilities</topic><topic>Reading</topic><topic>Reading Comprehension</topic><topic>Reading Difficulties</topic><topic>Reading Fluency</topic><topic>Reading Instruction</topic><topic>Reading Strategies</topic><topic>Response to Intervention</topic><topic>Statistical Analysis</topic><topic>Studies</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ritchey, Kristen D.</creatorcontrib><creatorcontrib>Palombo, Kimberly</creatorcontrib><creatorcontrib>Silverman, Rebecca D.</creatorcontrib><creatorcontrib>Speece, Deborah L.</creatorcontrib><collection>CrossRef</collection><collection>Docstoc</collection><collection>Nursing & Allied Health Premium</collection><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>Learning disability quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ritchey, Kristen D.</au><au>Palombo, Kimberly</au><au>Silverman, Rebecca D.</au><au>Speece, Deborah L.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1139515</ericid><atitle>Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students</atitle><jtitle>Learning disability quarterly</jtitle><date>2017-05-01</date><risdate>2017</risdate><volume>40</volume><issue>2</issue><spage>68</spage><epage>80</epage><pages>68-80</pages><issn>0731-9487</issn><eissn>2168-376X</eissn><abstract>Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. 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| fulltext | fulltext |
| identifier | ISSN: 0731-9487 |
| ispartof | Learning disability quarterly, 2017-05, Vol.40 (2), p.68-80 |
| issn | 0731-9487 2168-376X |
| language | eng |
| recordid | cdi_eric_primary_EJ1139515 |
| source | ERIC - Full Text Only (Discovery); SAGE Complete A-Z List; Jstor Complete Legacy; Education Source |
| subjects | Achievement Tests Control Groups Decoding (Reading) Elementary education Elementary School Students Experimental Groups Grade 5 Informal Reading Inventories Intervention Learning Disabilities Reading Reading Comprehension Reading Difficulties Reading Fluency Reading Instruction Reading Strategies Response to Intervention Statistical Analysis Studies |
| title | Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students |
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